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# Dakota State University

College of Education
LESSON PLAN FORMAT

## Name: Megan Smidt

Grade Level: Kindergarten
School: May Overby Elementary
Date: Jan. 16, 2017
Time: 2:20

## Reflection from prior lesson:

This will be my first lesson. The students should do just fine on it. They are all very ready
to learn and good at focusing! Today we will introduce push and pull. On the pre-test the
students did okay, but definitely have room to grow!

## Lesson Goal(s) / Standards:

K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or
different directions of pushes and pulls on the motion of an object. [Clarification
Statement: Examples of pushes or pulls could include a string attached to an object being
pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding
and pushing on each other.] [Assessment Boundary: Assessment is limited to different
relative strengths or different directions, but not both at the same time. Assessment does not
include non-contact pushes or pulls such as those produced by magnets.]

Lesson Objectives:

After having a class discussion, students will be able to identify whether an action is a
push or pull with 80% accuracy.

Materials Needed:

Crayons
Pencil

## Contextual Factors/ Learner Characteristics:

There are twenty-five students in this class. The classroom has five tables with five
students sitting at each table. There is a wide range of skill and developmental levels.
They like to work in groups and do well working together. There is a carpet at the front of
the classroom for whole class instruction and plenty of room for working in partners if
needed. Technology is available in the computer lab and there is a Promethean Board in
the classroom.

A. The Lesson

1. Introduction (5 minutes)
getting attention:

I will begin by pushing a toy tractor on the floor by the students. What am I doing
class? Right, I am pushing the tractor. Then I will pull on a chair. What am I doing
now? Yes, I am pulling the chair. Today we are going to learn about push and pull.

## relating to past experience and/or knowledge:

Turn and talk at your table. What is something that you have pushed or pulled?

## creating a need to know:

Do you remember that worksheet on push and pull last week? Was that
worksheet kind of hard for you? We are going to learn more about push and pull
so next time we can do awesome on that worksheet!

## 2. Content Delivery (30 minutes, Scientist Discussion)

Alright students, come to the carpet. Lets talk about push and pull. A push
moves something away from you. What does a push do?

## It pushes something away from you.

Correct. Hammers push nails. Do you notice how the hammer is pushing the nail
down? Bulldozers push dirt. Shoppers push carts. Can anyone think of an example
of pushing.

## Pushing your pedals on your bike, pushing a basketball, pushing someone.

Yes, those are all great examples. Okay, lets go on. A pull moves something
toward you. What does a pull do?

## It moves something toward you.

Lets look at some other ways things are pulled. Fishers pull nets. Dogs pull
sleds. Children pull wagons. Carpenters push and pull saws. What are some other
things that pull or are pulled?

## Yes, those are all examples of pulling!

Now, you are going to get this worksheet. What I want you to do is cut out each
picture. Then you will glue the picture to either the push or the pull section. If it is
a push, you put it in the push section. If it is a pull you put it in the pull section.
Push is on top and pull is on the bottom. If you have any questions, please raise
your hand when you get back to your table. Make sure you put your name on the
paper!

## Students complete worksheet.

3. Closure (5 minutes)

## Pushes and pulls.

Please turn and talk at your table and come up with an example of a push and a
pull. Wait time. Table 1 what is your example of a push?

Pushing a basketball.

Pulling hair.

## Continue with each table.

Today we learned whether an action is a push or a pull. Next time be ready for
story circle time again!

B. Assessments Used

Informal:
Can students identify push and pull when asked.

C. Differentiated Instruction
I will support the students with more needs during the discussion, the other students will
receive less support from me. Also, when we do the picture sort, I will spend more time
working with those students who need more support.

D. Resources

https://www.teacherspayteachers.com/Product/Push-and-Pull-A-Force-of-Motion-
Science-Unit-1551016